ISSN: 2250-3005 - ijcer

International Journal Of Computational Engineering Research (ijceronline.com) Vol. 2Issue. 8Figure 5. Bundles of tangents of the family f k (x) = kx + ln(x), k IR3. Conclusion and perspectivesIn this paper, we have proposed a new method to present the logarithm function to the students at high school.A quick reading of current and past textbooks shows the absence of this manner of teaching the notion "numericalfunction" (example: the geometry of the logarithm function). This method is very motivating and after the experimentswe did in class, the results were encouraging and the student will be able to find the graphical representation of thefamily of functions f k (x) = kx + ln(x), k IR, and in particular the logarithm function and from this representation, thestudent deduces the properties of the logarithm function such as domain of definition, convexity, monotony, limits,...,etc.Other situations learning situations such as the exponential function and the function x arctan(x) will be the objectof the future researches.References[1] N. Balacheff and N. Gaudin. Students conceptions: an introduction to a formal characterization. Cahier Leibniz,Numéro 65, Publication de Université Joseph Fourrier, 2002. http://halshs.archives-ouvertes.fr/hal-00190425_v1/[2] I. Bloch. Teaching functions in a graphic milieu: what forms of knowledge enable students to conjecture and prove.Educational Studies in Mathematics, 52: 3–28, 2003.[3] S. Coppe, J.L. Dorier and I. Yavuz. De l’usage des tableaux de valeurs et des tableaux de variations dansl’enseignement de la notion de fonction en France en seconde. Recherche en Didactique des Mathématiques.27(2) :151–186, 2007.[4] R. Douady. Jeux de cadre et dialectique outil-objet. Recherches en Didactique des Mathématiques. 7 (2) : 5–31,1986.[5] R. Duval. Registres de représentation sémiotique et fonctionnement cognitif de la pens ée. Annales de didactique etde sciences cognitives. 5:37–65, 1991.[6] B. Nachit, A. Namir, M. Bahra, R. Kasour and M. Talbi. Une approche 3D du concept de fonction d’une variableréeelle. MathémaTICE. 32 : 1–23, 2012. http://revue.sesamath.net/spip.php?article447.[7] A. Raftopoulos and D.Portides. Le concept de fonction et sa représentation spatiale, dans symposiumFrancoChypriote ”Mathematical Work Space”, 201–214, Paris, France, 2010[8] D. Tall. The psychology of advanced mathematical thinking. In D. Tall (Ed.), Advanced M athematical Thinking (pp.3–24). Dordrecht: Kluwer Academic Publishers, 1991.Issn 2250-3005(online) December| 2012 Page 100